International Portal of Teacher Education
The online resource of academic content on teacher training and teacher education
Search results for: Brubaker Nathan D.
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3 items
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The purpose of this study was to examine a teacher educator’s assumptions and perspectives about purposefully and explicitly negotiating authority through grading and accountability processes in an undergraduate teacher education course. The findings suggest that seeking legitimacy through consensual acceptance, responding to students’ expressed interests, and constructing knowledge through continual questioning present potential frameworks for constructing purposeful pedagogical partnerships consistent with democratic aims in teacher education.
Published: 2015
Updated: Jul. 07, 2015
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In this qualitative study, the author examines how authority was negotiated in an undergraduate teacher education course. The findings suggest that constructing relations of mutual interdependence, deriving legitimacy from mutually recognized sources, and communicating about the problem rather than the people present potential frameworks for negotiating authority in teacher education.
Published: 2012
Updated: Nov. 28, 2012
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The purpose of this article is to present findings from a qualitative investigation into how authority was negotiated in an undergraduate teacher education course in which the author - as the teacher of the course - established course obligations with students through designing individualized grading contracts. The findings suggest that four themes emerged from the data represent potential frameworks for negotiating authority in teacher education: seeking mutually satisfactory agreement, finding several solutions to the problems being negotiated, compromising based on principle rather than pressure, and deriving legitimacy from mutually recognized sources.
Published: 2010
Updated: Feb. 13, 2011